ABSTRACT In the present article, we review the technologies and strategies used in medical education, in particular in the field of anatomy, analysing the developmental changes that have occurred in the different resources employed in the teaching of anatomy. The analysis begins by taking into account what has been achieved at the University of Salamanca, similar to what has been done in other universities. We describe the development of anatomy books: from the oldest in which there was only text to be read, to more recent books containing illustrations and then to the current crop of books now supplemented with material on interactive CDs, students' work books, and e-books. Likewise, we describe the development of rooms for teaching anatomy, since the ancient "Anatomy Houses", amphitheatres, classrooms with blackboards, dissection theatres, classrooms with diverse technological advances, to the virtual classroom. We also address the issues of dissection and other complementary strategies used to gain a better understanding of the human body: prosections, anatomical models, computer-aided learning, and virtual models have all found a place in helping students to understand human structure. Finally, we summarise the development of the strategies aimed at involving students in the learning process, in individual or team work, together with different communication and information technologies, such as the development of the Visible Human Project, video streaming, and the Moodle platform. We conclude that the implementation of one strategy or another must necessarily depend on the university in question and that all the tools available should be used for anatomy education in order for them to be useful in the training of good medical professionals.